Early-Life Clinical Factors Shape Cerebellar Structure in Preterm-Born Children.

Understanding young children’s social-emotional behavior unveils a crucial factor in shaping subsequent academic, social, and educational outcomes []. Screeners, pivotal in tailoring interventions and evaluating potential risks affecting infants’ development, are widely used tools across various programs, interventions, and clinical diagnostics are used to collect data, support interventions and identify problems in young children’s behavior. The is one of the most widely used screening instruments for those purposes. To obtain a robust and holistic picture of a child, screeners, and comprehensive assessments and diagnoses should be collected from more than one informant []. In many Early Childhood Education and Care (ECEC) programs and clinical diagnostics, parents and teachers are those informants []. Parents have unique insight into a wide range of their child´s behavior, especially before entering a childcare facility [, ]. Teachers, on the other hand, observe children usually without child-parent influences and in the surroundings of peers []. Both sets of informants contribute essential information about children’s social and emotional behaviors [–]. Consequently, it seems necessary to include multiple informants when evaluating children – especially since parents and educators do not necessarily agree [, ]. On the contrary, discrepancies between informants are one of the most robust findings in clinical child research []. The meta-analysis by Achenbach et al. [] established that the agreement of different types of informants only had a moderate mean correlation of  = .28. De Los Reyes et al. []conducted a follow-up meta-analysis of 341 cross-informant studies to assess children’s mental health and came to similar conclusions []. Therefore, we need a better understanding of how parents and educators perceive and report young children´s social and emotional behavior to facilitate interpretations across different perspectives [, , ].